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ERIC Number: ED243896
Record Type: RIE
Publication Date: 1983-Apr
Pages: 90
Abstractor: N/A
Reference Count: 0
Implications of Theory for Instruction in Problem Solving.
Frederiksen, Norman
Cognitive theories of problem solving and suggestions made by cognitive psychologists regarding how to teach problem solving are reviewed. Theories and suggestions from creativity research are also considered. The results are summarized in terms of a description of how high levels of proficiency in problem solving are acquired and how problem solving skills might best be taught, keeping in mind a distinction between well- and ill-structured problems. The need for practice materials is discussed, and some desirable qualities of such materials are suggested. Finally, several unresolved issues regarding instructional methods are considered. (Author)
Educational Testing Service, Research Publications R-116, Princeton, NJ 08541.
Publication Type: Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Education (ED), Washington, DC.
Authoring Institution: Educational Testing Service, Princeton, NJ.